Social Studies versus Social Science

The authors of this article examine several controversial U.S. monuments and offer teachers a rationale, resources, and suggested activities for incorporating these historical monuments into classroom instruction. The authors discuss why controversial issues should be discussed in the social studies classroom through the critical examination of national monuments. We argue that discussing key social issues through the analysis of contentious monuments will not only provide students with a more complete picture of history but also allow them to develop critical twenty-first-century skills such as visual literacy and understanding multiple perspectives. The focus is to provide secondary social studies teachers with an alternative approach to examining historical monuments and controversial issues through the analysis of contemporary and historical debates regarding the nature of commemoration on the United States’ landscape. A brief rationale for the inclusion of monuments and controversial issues into the social studies curriculum is provided, as well as examples of provocative historic monuments, example activities to teach these monuments, and suggested resources to further examine this topic.     

Being safe from what and safe for whom? A critical discussion of the conceptual metaphor of ‘safe space’

ABSTRACT

Safe space, used in educational settings as a metaphor, stresses the importance of the classroom being a learning environment characterised by respect and safety. Based on examples from Swedish and Norwegian classroom research, this article problematises and discusses the complexity in the discourse on safe space by asking the critical questions: Being safe from what? – and safe for whom? Related to the concept of safe space are questions about what possibly can make the classroom an unsafe place. In addition to various types of intimidation, harassment and attacks, discussions about certain issues and topics can, for various reasons, be perceived as threatening. The school is part of society, and in an increasingly polarised climate, controversial issues in contemporary society will often be perceived as controversial in classroom practice. In this sense, instead of giving students false promises of being safe in the Religious Education (RE) classroom, the concept ‘classroom of disagreement’ may be a useful metaphor, since it makes it explicitly clear that disagreements exist and are part of life.     

Teaching Trump: A Case Study of Two Teachers and the Election of 2016

This case study investigated how two 8th-grade teachers planned for, delivered, and reflected on their teaching of the 2016 Presidential Election. Data sources included classroom observations, teacher interviews, and lesson plans. Despite integrating student-centered lessons about the election with social and political events in US History from1792-1861, one teacher, Ms. Smith, struggled to navigate burgeoning issues that galvanized students. During the six-week unit, both teachers maintained neutral positions on the candidates; however, after the election, Ms. Smith allowed her disdain for Donald Trump to seep into her teaching. Because exigent political events, such as presidential elections, hold great potential to accelerate students' political socialization, more needs to be learned about how teachers do and should manage the teaching of controversial issues in the social classroom.     

Positioning Students as Actors and Authors: A Chronotopic Analysis of Collaborative Learning Activities

Bakhtin's (1981) concept of chronotope provides a way of viewing student participation in the classroom as a dynamic process constituted through the interaction of past experience, ongoing involvement, and yet-to-be-accomplished goals. Although the actual design and use of classroom space may be important in facilitating a participatory pedagogy, chronotopic analysis directs attention to the grounding of interaction in dynamic and shifting time-space contexts that are emergent within the students' and teacher's discursive practices. In our analyses of classroom events and conversations, we focus on the agency of the students in actively shaping the space-time contexts of the classroom, considering how particular groundings for interaction are created as they draw on past, present, and future temporal relations to explain and justify their ideas to one another. Our analyses provide insights into the contested nature of the time-space relationships in the classroom, the hybridization of time-space contexts, and the ways students enter into past, present, and future time-space contexts during collaborative work in the classroom.     

Deconstructing Disability and Neurodiversity: Controversial Issues for Autism and Implications for Social Work

Disability is a socially constructed concept that can be viewed from either a medical or a social perspective. Autism, a developmental disability, can be viewed from the medical model of disability or through a new perspective brought forth by the autistic community and aligning with the social model termed neurodiversity. Using the medical model and a lens of neurodiversity, we can deconstruct the controversial issues surrounding autism and provide insights for social workers and other professionals working with the community of the disabled.     

“Do Some Wondering”: Children and their Self‐Understanding Selves in Early Elementary Classrooms

Self‐knowledge has been a central theme in many diagnoses of late modernity, and it has cued scholars to investigate everyday situations in which people express reflexive selves. Using participant observation and interview data, we examined two American elementary classrooms where children learn to express a type of “self‐understanding self” called the enterprising child. We suggest that this form of self emerges through classroom talk characterized by the popular pedagogical concept of metacognition, which encourages the learner to be aware of her thinking and learning and, crucially, to express an awareness of herself as a thinker and learner. We emphasize an interactionist view toward the situational self, and argue that how teachers manage classroom discourse socializes children into venerating the dispositional tendencies that correspond with new capitalist workplaces. We conclude by discussing the implications this may have for modern personhood, symbolic inequality in classrooms, and the political economy of linguistic forms.     

New Fields Deserve New Pedagogies: Using Drama in the Basic Course on Media and Religion

This essay discusses drama or how a play is used to teach fundamental concepts of the media-religion interface. Drama, as a participative learning technique is similar to the case study method, but has additional benefits. Using the play, Ghosts of Galileo, the author describes actual experiences with students as they learn from a story, and deal with dilemmas by projecting themselves into the roles of characters in the narrative. While students are often ambivalent about discussing sensitive issues related to religion in the conventional classroom format, they are more comfortable doing so in the context of a story. How to use the play as a readers' theater or fully staged play is explained.     

NEGOTIATING NATIONAL BOUNDARIES: PALESTINIAN AND JEWISH WOMEN’S STUDIES STUDENTS IN ISRAEL

This article examines the intersection of gender and national identity in an Israeli university, focusing on the Women's Studies classroom. Taking into consideration the overshadowing effect of the Israeli–Palestinian conflict, we wondered how exposure to Women's Studies’ egalitarian ethos and studying in a mixed Palestinian–Jewish classroom affects the feminist solidarity and national identity of young women students. In-depth interviews with eleven Palestinian and twelve Jewish Women's Studies’ graduates indicate that solidarity between women of the two groups is built around women's issues, such as equal employment opportunities and reforms in the educational system. Considering the solidarity built around women's, as opposed to feminist, issues, it seems that national differences override the potential for a feminist solidarity.     

Progress in Social and Educational Inquiry Through Case Study: Generalization or Explanation?

Although much of the most productive research in applied social science is case-based, there is still concern about the restricted utility of such research because of its limited power to offer generalizable findings. Such concern has contributed to a recent trend in policy-making circles—particularly those in education—to prefer experimentally orientated research for insights on policy. The argument is made here that concerns about generalization are exaggerated and that the focus upon them has allowed an evasion of issues about quality of explanation coming from different forms of social inquiry design. After discussing these generalization-based issues I proceed to define case study as an inquiry form, outlining its most significant ingredients and I offer a review of case study inquiries in education which exemplify its capacity for offering credible new insights on the questions being posed.     

Understanding Persistence in the Resistance

Since Donald Trump's inauguration, large‐scale protest events have taken place around the United States, with many of the biggest events being held in Washington, DC. The streets of the nation's capital have been flooded with people marching about a diversity of progressive issues, including women's rights, climate change, and gun violence. Although research has found that these events have mobilized a high proportion of repeat participants who come out again and again, limited research has focused on understanding differential participation in protest, especially during one cycle of contention. This article, accordingly, explores the patterns among the protest participants to understand differential participation and what we refer to as “persistence in the Resistance.” In it, we analyze a unique data set collected from surveys conducted with a field approximation of a random sample of protest participants at the largest protest events in Washington, DC, since the Resistance began at the 2017 Women's March. Our findings provide insights into repeat protesters during this cycle of contention. The article concludes by discussing how our findings contribute to the research on differential participation.     

‘We do not talk about these things’: the promises and challenges of reflective thinking and controversial issue discussions in a Chinese high school

Broaching controversial issues with critical reflective thought is integral to a democratic education and during the past few decades China has gradually reconceptualized its moral education curricula toward this end. Therefore, this study sought to explore the extent to which controversial issues are addressed and reflective thinking is developed within one Chinese high school’s moral education classroom. Drawing on student interviews, this study found that, similar to democratic countries, students were afforded few occasions for doubt and reflective thought due to habits of dualistic thinking, traditions within curriculum and instruction, and parental roles in moral upbringing.     

Empirical issues in lifetime poverty measurement

Recently there has been increased interest in developing methods for measuring poverty in a way that takes into account the lifetime experience of individuals. We analyze some specific proposals that take the so-called spells approach and consider how they differ in the manner in which they address issues of lifetime poverty, most notably the measurement of chronic poverty. Comparing these specific measures by applying them to a US panel data set, we provide important insights for further research in conceptualizing and measuring lifetime poverty.     

Reading,Writing, and Revolution: Facilitating Social Activism in First Grade

This article examines how teachers can develop a sense of social activism in students through critical multiculturalism. Drawing upon data from a nine-month participant observation study of a first-grade public charter school classroom in central California, this article highlights how teachers can integrate critical multiculturalism within an elementary classroom by connecting artists' lives to social issues to raise awareness of social injustices, promote critical reflection and consciousness, and develop a sense of social activism. Particular attention is paid to how teachers can incorporate this curriculum into their own classrooms.     

Encouraging Creativity in the Social Work Classroom: Insights from a Qualitative Exploration

Creativity is vital to the learning process of social work students. Despite its importance, educators are still uncertain of ways to enhance creativity and translate it from classroom to practice. Therefore, this study examines social work student perspectives on ways to define creativity, infuse it into the classroom, and apply it as practitioners. This study qualitatively explores the open-ended insights of 37 social work students. Through an unguided semantic analysis and application of Kolb’s experiential learning theory, the following themes emerged: classroom, creativity, performance, activities, and ideas. These themes indicate that students believe that additional creative opportunities in their classrooms would eventually benefit them as practitioners. Further pedagogical emphasis on increasing student creativity through experiential learning activities would be beneficial.     

The social power of algorithms

ABSTRACT

This article explores the questions associated with what might be thought of as the social power of algorithms. The article, which introduces a special issue on the same topic, begins by reflecting on how we might approach algorithms from a social scientific perspective. The article is then split into two sections. The first deals with the issues that might be associated with an analysis of the power of the algorithms themselves. This section outlines a series of issues associated with the functionality of the algorithms and how these functions are powerfully deployed within social world. The second section then focuses upon the notion of the algorithm. In this section, the article argues that we need to look beyond the algorithms themselves, as a technical and material presence, to explore how the notion or concept of the algorithm is also an important feature of their potential power. In this section, it is suggested that we look at the way that notions of the algorithm are evoked as a part of broader rationalities and ways of seeing the world. Exploring the notion of the algorithm may enable us to see how algorithms also play a part in social ordering processes, both in terms of how the algorithm is used to promote certain visions of calculative objectivity and also in relation to the wider governmentalities that this concept might be used to open up.     

Death,Modernity and Monuments: The Realities Expressed in the Monuments of the Hanshin–Awaji Earthquake*

Many monuments have been constructed to commemorate the Hanshin–Awaji earthquake. If a memorial represents the need to reaffirm one's ties to “a world,” each monument is supposed to provide an image of that “world.” An analysis of the monuments shows that they are greatly influenced by the character of the various organizations and groups that constructed them. Therefore, the monuments almost appear to be linked to the duties or functions of these groups. However, two realities appeared across these organizations. At first, there is a pattern in the monuments to mourn the death of those with whom one in familiar. It expresses a spiritual feeling about death. Second, we often find the word “we” in the monuments. The word “we” expresses reality in a homogeneous space. Although each reality does not correspond to a particular type of group or organization, they cannot be expressed simultaneously in the one monument. The result of the research shows that the two realities are constituted through different means.     

Using Technological Tools to Enhance Learning in Social Work Diversity Courses

SUMMARY

This study explores the educational benefits of using e-mail and electronic discussion groups as instructional tools in social work diversity classes. The authors look at practical ideas of how these technological tools can be used to aid classroom instruction, increase student awareness of human diversity issues, and enhance cultural competence. Students rated their experience as positive overall, and believe it gave them more opportunity to process the course content and expand their discussions outside the classroom. Students also report that they took more time to think about their responses than they do in traditional classroom discussions.     

Free Enterprise

Exploring controversial and difficult events and issues with young children can be challenging. The Civil Rights Movement is an abstract, perhaps remote, issue for young children today. However, it is an important part of our country's history and a theme worthy of study. This article suggests ways to use photographs to explore this mature subject matter that allow children to observe, discuss, and relate to pictures as a means of developing language along with concepts. Furthermore, discussions inspired by viewing the photographic documentation of the historic events surrounding the struggle for civil liberties allow students to share their insights about basic human rights and relate them to their lived experiences. The essential question guiding this lesson plan is: How can photographs provide insight into historical events? Scaffolded questions, based on the photographs, guide the students from observing and understanding to reflecting and analyzing. In addition to the lesson plan, the article contains historical background on the marches and related picture books and teaching resources based on the marches.